Home | News & Research | Research | An Ambitious Vision of Professional Development for Teachers
"An Ambitious Vision of Professional Development for Teachers," Tom Ganser, Director of Field Experience, University of Wisconsin.
-
Date of Study:
-
2000
-
Basis of Study:
-
Tom Ganser, Director of Office of Field Experiences at the University of Wisconsin, researches the critical role administrators play in teachers' professional development. His approach focuses on content, process, and context to ensure continuous improvement at the individual, collegial, and organizational level.
-
Focus of Study:
- Content
-
Professional development activities provide teachers with opportunities to deepen their understanding of academic disciplines and pedagogical principles.
- The content of professional development activities must be thoroughly grounded in the best available research on teaching, learning, leadership, and best practices.
- Process
-
The most effective professional development activities are sustained over a long period of time and carefully planned to provide teachers with early and ongoing feedback.
- Context
-
Context accounts for much of the success or failure of activities aimed at improving teaching.
- All teachers and other staff involved with students should be included in professional development.
- Research studies conclude:
-
More than 80% of teachers participated in workshops or in-service training in their assigned teaching area.
- 99 percent of teachers surveyed in 1998 had participated in at least eight different professional development activities during the preceding 12 months.
-
Conclusions
Home | News & Research | Research | An Ambitious Vision of Professional Development for Teachers
©2001 Riverdeep Interactive Learning Limited. All
rights reserved.